Delong, Jacqueline

Abstract: This paper is a self-study in which a university teacher educator studies her practice. She creates a space for alternate ways of representing forms of knowledge from diverse cultural backgrounds, including Indigenous, and for their accreditation in the Academy. As she develops a way of thinking that is appropriate for getting closer to understanding indigenous ways of knowing, there is a transformation in her own understandings. Moving from reliance on print to the use of multi-media and artifacts to represent forms of knowledge in complex ecologies supports the development of cultures of inquiry. In this work, the meanings of the embodied energy-flowing values that educational researchers use to explain their educational influences in their own learning and in the learning of others, are made explicit. These meanings are shown to have epistemological significance for educational knowledge.

总结：本文是一个自我学习，研究大学教师教育研究。其代表来自不同的文化背景，包括土著知识形式的替代方式的空间，并为教师在学院的认可。由于她的发展思路适合于越来越接近了解土著方式，有自己理解的转变。正从依赖印刷转向使用多媒体和文物，代表知识的复杂生态的形式支持查询文化的发展。在这项工作中，该教育研究人员用它来解释自己的学习和他人的学习，他们的教育影响力的体现，能量流动值的含义，这些含义都显示出对教育知识的认识论意义。

来源：Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010). 37 pp